Program Descriptions; Program Effectiveness; *Program Evaluation; *Safety Education; *State Programs; Telecommunications; Two Year Colleges IDENTIFIERS California

DOCUMENT RESUME

ED 385 305 JC 950 374

AUTHOR Brosseau, Gayle TITLE Southern California Public Safety Training Consortium. INSTITUTION Los Angeles Mission Coll., Sylmar, CA.; Rio Hondo Coll., Whittier, Calif. SPONS AGENCY California Community Colleges, Sacramento. Office of the Chancellor. PUB DATE Jun 95 CONTRACT 94-0113 NOTE 58p.; Project supported by funds from the Carl D. Perkins Vocational Education Act of 1990, PL 98-524. PUB TYPE Reports Descriptive (141) Tests/Evaluation Instruments (160)

EDRS PRICE MF01/PC03 Plus Postage. DESCRIPTORS Community Colleges; *Consortia; Educational Cooperation; Educational Legislation; *Information Dissemination; Information Networks; Program Descriptions; Program Effectiveness; *Program Evaluation; *Safety Education; *State Programs; Telecommunications; Two Year Colleges IDENTIFIERS California

ABSTRACT This report provides data on the goals and outcomes of a consortium established in 1994 by public and private safety agencies and community colleges in California. The opening sections describe the formation of the consortium, indicating that its main goals are to reduce duplication of public safety course offerings at adjacent locations; create an inventory of resources that could be shared; implement a centrally-located computerized schedule of course offerings to publicize training dates, times, and locations; identify training needs; and facilitate the articulation of Tech Prep programs with local high schools. Next, an overview of operations is provided, indicating that four subcommittees were formed to review curricula, establish a public safety forum on an electronic bulletin board, review training needs, and undertake marketing initiatives, respectively. Next, outcomes, an evaluation, and conclusions are provided for seven program objectives and an overall program evaluation is presented. The program evaluation describes outcomes related to dissemination of project data and provides summative reports of outcomes from the four subcommittees. Finally, conclusions, recommendations, and a discussion of public safety trends and future project goals are presented. Appendixes include a list of advisory committee members, a map of consortium members, text of the Assembly Resolution requiring public safety courses, a consortium organizational chart, a copy of a questionnaire used to determine existing resources, and a position paper on public safety coursework.(KP) OF EDUCATION U S DEPARTMENT Ouce3iEl...caion.Resea,cnacoirvio,eme,,1 RESOUCESRERIC) INFORMATION E UCATIONAL CENTER [ This document has beenreproduced as received horn the person ororganization or it Minor changes have beenmade to improve reproductionquality

stated in toss Points 01 view or opinions represent document do not necessarily otliciat OERI position orpolicy

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Rio Hondo College3600 Workman Mill RoadWhinier, CA 90601-l699*(310)908-3406FAX(310)692-2557

2 LOS ANGELES COMMUNITY COLLEGE DISTRICT 770 Wilshire Blvd. Los Angeles, California 90017 (213) 891-2000

BOARD OF TRUSTEES Dr. Kenneth S. Washington, President Julia L. Wu, Vice President Althea R. Baker Lindsay Conner Elizabeth Garfield Gloria Romero Dr. David Lopez-Lee Ruben Garcia, Student Member

DISTRICT ADMINISTRATION Neil Yoneji, Chancellor Victoria M. Richert, Interim Vice Chancellor, EducationalServices Dr. Bonnie R. James, Vice Chancellor, Business andResources Operation Martha A. Torgow, General Counsel

COLLEGE ADMINISTRATION Dr. William E. Norlund, President Dr. Paul G. McKenna, Vice-President, AcademicAffairs Shari Borchetta, Acting Director of AdministrativeServices Carlos Nava, Dean of Students Carlotta R. Trento, Dean of Academic Affairs Eloise Fernandez-Cantrell, Dean of Vocational Education Ken Hunt, Dean of Admissions and Records

ACCURACY STATEMENT The Los Angeles Community College District and Los Angeles Mission College have madeevery reasonable effort to determine that everything stated in this Catalog is accurate. Courses andprograms offered, together with other matters contained herein, administration of the Los Angeles Community College are subject to change without notice by the District or Los Angeles Mission College forreasons related to student enrollment, level of financial support, or for any other reason, at the discretionof the District and the College Administration. The the right to add, amend, or repeal any of their rules, District and the College further reserve regulations, policies and procedures consistent withapplicable laws. NON-DISCRIMINATION POLICY All programs and activities of the Los Angeles Community College District shall be operated ina manner which is free of discrimination on the basis of race, color, national origin, ancestry, religion, creed,sex, pregnancy, age, disability, marital status, sexual orientation, Rule 1202). or veteran status (Reference: Board Occupational education classes are open to all students. Although the lack of proficiency in English isno barrier to enrollment in occupational education courses, it is suggested that students deficient in English utilizethe services of the college that are provided for proficiency or have English as a second language. persons who are limited is English POLITICA NO- DISCRIMINATORIA Todos los programas y actividades de los colegioscomunitarios de Los Angeles se Bevan a abo de refiere a raze, color, nacionalided, ascendencia, una manera Libre de discrirninaciOn en cuanto se religion, aexo, embarazo, estado civil, oriented& sexual,edad, incapacidad &ice o el ser veteran°. Las clans de educaciOn de trabajo u ocupacidn estin abiertas pare todoa los estudiantes. Aunque Is feltsde conocimiento del idioms inglAsno es una barrera pars poder matricularse en loscurios de educaci6n de trabajo, se sugiere que los estudiantes utilicen los servicios que ofrece el colegio que Worm dificiencia en el conocimiento del Maks, pars las personas con un limited° conocimiento de ate longueo que k hablen como segundo idiom'. EQUAL OPPORTUNITY POLICY COMPLIANCEPROCEDURE In order to insure equal opportunity policy complianceat Los Angeles Mission College, pkase direct inquiries extension 7793; Title DC/Gender Equity Coordinator, to: Affirmative Action Representative, extension 7693. For Section 504, Students with Disabilities,Program Director, extension 7734; Ombudsperson, extension 7713, ADA Compliance Officer,extension 7793. In addition, inquiries may also be directed Action at (213) 891-2315. to the District Office of Affirmative PROCEDINLIENTO PARA OBSERVAR LAS REGLASDE IGUALDAD DE OPORTUNIDAD Pars asegurar que se cumplan los procedimientos de igualdad de oportunidad en Los Angeles Mission College,favor de dirigi- sus preguntas a: La representante del Cumplimiento de las Regis* de Acoso Sexual,extension 7793; la representants de Acci6n Afinnativa, Coordinador de Equidad Sexual, extension 7793. Para k extension 7793; Titulo IX al secciOn 504, al Director del Programs pant EstudiantesIncapacitados, extension 7734; al Mediador de Asuntos Acadimicos, extension 7713; alrepresent/rue del Acts Nacional Acerca de las Personas Incepacitadas Disabilities Act), extension 7793; ademAs, puede tambien (ADA Americans with dirigir sus preguntas a la Oficina de Acci6n Afirmativadel Distrito, talefono (213) 891-2315. Southern California Public Safety Training Consortium

ADMINISTRATION

Dr. William Norlund Interim President, Los Angeles Mission College (LAMC)

Dr. Paul G. McKenna Vice President, Academic Affairs (LAMC)

Eloise Cantrell Dean Academic Affairs (LAMC) Vocational/Technical Education

Frank Patino Division Dean Rio Hondo College

David Balch, Ph.D. Program Coordinator Public Safety- Rio Hondo College Consortium - Project Director

Gayle Brosseau Business Development Specialist (LAMC) Consortium - Project Coordinator

Written and Compiled by Gayle Brosseau June 1995

4 FOREWORD

"This report is made pursuant to contractiagreement number 94-0113.This project was supported by the Carl D. Perkins Vocational Education Act of 1990 with funds administered by the Chancellor's Office, California Community Colleges.

"This report was prepared as the result of work sponsored by the California Community Colleges, Chancellor's Office.It does not necessarily represent the views of the Chancellor, his employees, or the State of California. The Chancellor, the State of California, employees, contractors, and subcontractors make no warranty, express or implied, and assume no legal liability for the information in the report; nor does any party represent that the use of this information will not infringe upon privately owned rights. ACKNOWLEDGMENTS

The project staff of the Southern California Public Safety Training Consortium would liketo recognize the efforts of the following representatives of community colleges, public safety employers and agencies, high school districts, universities and private security businesses whose talents and dedication contributed to the culmination of a successful project.

vi TABLE OF CONTENTS

EXECUTIVE SUMMARY 1

STATEMENT OF THE PROBLEM 2

GOAL/MISSION STATEMENT 3

CONSORTIUM OVERVIEW 4

OBJECTIVES 5 OUTCOMES EVALUATION CONCLUSIONS

PROGRAM EVALUATION 12 NARRATIVE 12 DISSEMINATION 12 SUMMARY STATEMENTS - SUBCOMMITTEES 13 CURRICULUM 13 ELECTRONIC BULLETIN BOARD/RESOURCE LIST 22 TRAINING NEEDS ASSESSMENT 24 PROMOTION 24

GENERAL CONCLUSIONS 26

RECOMMENDATIONS 27

TRENDS 28

FUTURE GOALS 31

APPENDIX APPENDIX A - ADVISORY COMMITTEE APPENDIX B - MAP - SOUTHERN CALIFORNIA TRAINING CONSORTIUM APPENDIX C - ASSEMBLY CONCURRENT RESOLUTION NUMBER 93 APPENDIX D - ORGANIZATIONAL CHART APPENDIX E - REsouRcE SURVEY APPENDIX F - POSITION PAPER "INTEGRATION, STANDARDIZATION AND SEQUENCE OF PUBLIC SAFETY COURSE WORK"

vii

7 EXECUTIVE SUMMARY

California Assembly Concurrent Resolution Number 93 introduced by Assembly members Woodruff and Brulte on February 20, 1992 states that California Community Collegesmust offer sufficient public safety training courses to satisfy state-mandated training requirements, participate in regional consortiums of community colleges in order to minimize duplication of training courses, and make training courses more readily available.To facilitate this process, Los Angeles Mission College through a competitive process was awardeda grant to form a southern consortium of public safety agencies and community colleges. In the summer of 1994 the Southern California Public Safety Training Consortium conducted its first meetingto improve communication and work cooperatively in removing the barriers that exist between community college districts and public safety practitioners. Specifically, this consortium was established to foster communicationamong public safety practitioners and the community colleges in order to:1) reduce the duplication of course offerings in adjacent locations,2) create an inventory of resources that could be shared, 3) implement an electronic centrally located computerized schedule ofcourse offerings which could publicize training dates, times, locations, 4) identify the training needs, and 5) articulate Tech Prep programs with local high schools. It is the intent of the consortium to explore revenue saving measures and cooperate with the regionalization consortium.

The consortium concept is broader than regional training centers.It calls for the coordination beyond the regions and includes private security. Currently, twenty-one colleges are represented in the consortium, along with Tech Prep coordinators, the State Fire Marshall, Commission on Peace Officer Standards and Training (POST), Corrections, Chancellor's Office, Public Safety Training Centers and Private Security.

Four subcommittees met throughout the year. A summary statement for each subcommittee follows: Curriculum - Curriculum models were reviewed and issues of state-wide standardization,sequence of coursework, open access, needs of special populations and integration of academic / vocational competencies were addressed. Electronic Bulletin Board - The CAVIX system was selected to host the public safety forum which is currently operationally under the forum topic "PUBSAF." Training Needs - A review of the training needs of law enforcement, fire sciences,environmentalsafety,andcorrectionswas conducted and results communicated to the curriculum committee to ensure comprehensive planning of necessary coursework. Marketing - A short video is planned to promote the use of the public safety forum on the CAVIX system so that resources can be shared and training schedules coordinated among community colleges and public safety practitioners.

8 STATEMENT OF THE PROBLEM

The state-wide budgetary pressures exacerbated by the lingering California recession and the recent natural disasters underscore the immediate, critical and compelling need for the formation of a Southern California Public Safety Education Training Consortium to offset the funding deficits without sacrificing public safety services.

The stage is set for a new training paradigms to emerge, particularly in the southern California region where sixty percent of the sworn and reserve personnel are trained and employed.It is no longer fiscally responsible to continue under existing funding policies which encouraged local autonomy and which often lead to duplication of courses in neighboring districts.This practice results in under-enrolled courses adding an additional strain to an already over extended budget.It is time to review training requirements and curriculum,regionally plan course offerings, share resources, reexamine California Community College's role in the delivery of public safety training and rebuild reliance upon this system which maximizes the cost effectiveness of public safety training.

California Community Colleges are positioned to sequence coursework and integrate vocational training with academics as establishedin the Carl D. Perkins Vocational and Applied Technology Education Act - Perkins II.Other legislated measures, such as Assembly Concurrent Resolution 93, require California Community Colleges to offer sufficient public safety training courses to satisfy state-mandated training. These events focus attention on the importance of the consortium and its goals.

9 GOAL/MISSION STATEMENT

The purpose of the Southern California Public Safety Training Consortium is to bea catalyst in the development of strategies for. 1) standardizing/sequencing training curriculum ,2) consolidating courses for maximum enrollment, 3) sharingresources, 4) initiating an electronic communication structure, 5) increasing linkages between secondary andpost- secondary educational institutions, 6) expanding access and retention of underrepresented students and 7) coordinating public safety training throughout the region.

This consortium goal is based onthe more general Mission Statement of the California Community Colleges which states that individuals should have opportunities to develop their full potential and that the community colleges should be accessible to all individuals who have the capacity and motivation to profit from higher education.

0 CONSORTIUM OVERVIEW

The need for a Southern California Public Safety Training Consortium was determined after several meetings organized by the Commission on Peace Officer Standards and Training (POST). At the meetings held on March 8, 1994 at Crown Sterling Suites in Santa Ana and on May 10, 1994 at Westec Security in Newport Beach, the group endorsed the consortium concept and agreed that the time had come to relinquish parochial concerns.The goal was tocoordinate an effort which would establish a process to review,certify, and disseminate curriculum, and to improve the cost effectiveness of public safety training by pooling resources and coordinating training.

Upon notification of award of the consortium grant, the Southern California Public Safety Training Consortium was officially formed in the summer of 1994. This consortium came together to address the barriers that exist between community college districts and public safety practitioners. Currently, communitycolleges from the southern region are represented in the consortium, along with Tech Prep coordinators, the State Fire Marshall, Commission on Peace Officer Standards and Training (POST), Corrections, Public Safety Training Centers, Private Security, Standards and Training for Corrections (STC), California Specialized Training Institute (CSTI), California Association of Administration of Justice Educators (CAAJE), California Academy Directors Association (CADA), California Association of Police Training Officers (CAPTO), and the California Community College Chancellor's Office.

It is planned that the consortium will build upon the efforts of other groups such as the Evergreen Public Safety Consortium, the Public Safety Curriculum projects at Golden West College/Santa Rosa colleges,telecommunications program,regionalization consortium, and Tech Prep grants.It is a priority of this consortium to network with all related grants to coordinate similar activities.

11 OBJECTIVES OUTCOMES/EVALUATION/CONCLUSIONS BY OBJECTIVE

The objectives were based on the mission statement proposedat the initial gathering of interested public safety practitioners 'andwere formulated to improve communication of course offerings, to develop standardization, integration andsequence of curriculum, and to implement programs that reflect industry needs.

OBJECTIVE 1:

By September 1994 form the"Southern CaliforniaPublic Safety Education Training Consortium" with its respective advisory committee.The consortia of colleges will have coterminous boundaries and will conduct public safety programs. The advisory committee will be comprised of a minimum of fifteen college consortium teams, five tech-prep coordinators from feeder high schools and four representatives from the public safety agencies (law enforcement, corrections, fire and environmental technology.)

Outcomes: The Southern California Public Safety Training Consortium held its first meeting on July 28, 1994 at the San Bernardino Sheriff's Academy. Ten colleges were represented at the first meeting. Currently, twenty-one colleges have sent representatives to the advisory meetings.A special jointmeeting of high school,communitycollege and university representatives was conducted to establish the foundation for a seamless curriculumthat starts at the high school level,transitionsto the community college and transfersto the universitylevel. Seven universities (California State Universities at Long Beach, Los Angeles, Sacramento, San Bernardino, San Marcos and Fullerton and Chapman University); and six Regional Occupation Programs (Baldy View ROP, North County ROP, East San Gabriel Valley ROP, La Puente Valley ROP, San Antonio ROP, Tri Cities ROP,) including twelve high schools andlor districts(Bonita, Chaffey,Chino, Claremont, El Monte, El Rancho, Fontana, Los Angeles, Pioneer, Pomona,Rialto and Upland) contributed to the articulation process.All four public safety agencies, law enforcement,fire,corrections and environmentalsafety,were represented in the consortium.

Evaluation:Compared to the stated objective: community college participation was at 140%. high schools participation was at 250% and representation of the public safety agencies was 100%. Additionally, seven universities were represented to expand articulation agreements to the Bachelor's degree level. Community colleges in the southe, n region were invited to participate.

12 The consortium conducted its ,first meetinga month before the estimated September start date, which allowed fora total of seven advisory committee meetings on the following dates:

DATE HOST July 28, 1994 San Bernardino Sheriff's Academy September 29, 1994Golden West College November 18, 1994Palomar College January 27, 1995 Fullerton College March 3, 1995 Rio Hondo College March 28, 1995 San Bernardino Sheriff's Headquarters April 28, 1995 Los Angeles Mission College

Conclusion:It is imperative that community colleges with public safety programs, take the initiative to contactrepresentatives at the high schools and four-year collegesto develop a seamless curriculum for students interested in employment in fire,corrections,private security,law enforcement,and environmental technology. Keeping the lines of communications open is vital to the success of sharing resources and keeping curriculum relevant.Communication was enhanced through attendanceat publicsafetyadvisorycommitteemeetings and participation in consortium activities.

OBJECTIVE 2:

By January 1995 work in conjunction with the state certifying agencies in assessing training needs of public safety employers, particularly assessing educational training needs which improves access and retention for all segments of the population. Develop a questionnaire in conjunction with industry partners and certifying agencies (POST, CSTI, State Fire Marshall, and STC). This needs assessment will be distributed to a minimum of thirty colleges and their respective employing agencies and TECH-PREP partners with an 75% rate of return.

Outcomes: Training needs surveys were conducted in the following areas:Fire Technology under the auspices of the Fire Technology Directors, Law Enforcement under the auspices of POST, and Corrections under the auspices of the State Board of Corrections.Environmental Safety and Private Security do not have standardized mandated annual surveys as yet.

The Softly and Security Management Program Advisory Committee at Palomar College commissioned a curriculum needs assessment for the purpose of developing a career education plan for security personnel. The survey instrument was mailed to two hundred San Diego County

1.3 area security company owners,security managers and other security service providers. Thirty-five percent of the questionnaireswere completed and returned by March 31,1994. Ninety-eight percent responded 'hat there was a need for a career education path for security personnel.Ninety-five percent saw a need for an associate degree and ninety-two percent saw a need for a baccalaureate degree. One hundred percent responded thereis a need for a continuingeducational requirement for private security personnel.The results of the training needs will be incorporated into establishing new courses,revising existing courses, or eliminating obsolete or unnecessary courses.

Evaluation:It was determined that the training needs surveys should he distributed through the agencies to the practitioners.The community college and high school's role is to develop curriculum in collaboration with the agencies and practitioners in response to the determined training needs. The analysis of the results of training needs surveys identified the demand for additional courses which are prioritized annually by POST

and every two years by the State Board of Correctionsand the Fire . Technology directors. Private Security conducts surveys on an as-needed basis.Environmental technology is not complete at this time.

Conclusion:It is recommended that training needs surveys should be conducted through the state certifying agencies.

OBJECTIVE 3:

By February 1995, maximize resources by taking an inventory of the available facilities, equipment, and faculty and by creating a comprehensive resource list which is distributed to 100% of the consortium partners.

Outcomes: A resourceinventory form was developed and distributedtothe consortium partners.The inventory is listed on an electronic bulletin hoardsystem,CaliforniaAcademic andVocationalInformation Exchange (CA VIX).The CA VIX system was selected as a system that would provide flexibility in setting up shared information, offer excellent support system to users and maintain a simple user friendly means to access information.All interested individuals can sig:1-on to the CA VIX system and access the data electronically at (800) 834-8428 or (408) 479 -096/.If you need assistance call Mary Auvil at (408) 475-4993.

1`4 Evaluation:The inventory list was distributed to 100% of the consortiumpartners. To date, 66% of community colleges submitted information for the CA VIX bulletin board system.

Conclusion:This project has established a good communication base.It is expected that the information collected will save time, duplication of effort, and curriculum overlap for the various agencies that use the system. As long as the CA VIX system is a cost effective vehicle for access to public safety curriculum and training schedules,it is the recommended bulletin board system. If costs become prohibitive to the occasional user, another system should be explored.

OBJECTIVE 4:

By March 1995, examine existing courses and the Evergreen Valley College model of standardized courses and reach a consensus on the integration of thesecourses within the southern region.Coordinate the sequence and integration of curriculum with the state chancellor's office and the certifying agencies for standardization of courses which increase access for all populations and strive to eliminate gender bias while meeting local needs. Analyze the number and types of programs added, expanded or dropped during the grant perfod. Coordinate the sequence and integration by utilizing a team approach of academic and vocation faculty of the California Community Colleges, professional associations, and the State Public Safety Certifying Agencies

Outcomes: A curriculum subcommitteewas establishedto analyzeexisting curriculum models and make recommendations for the identification and sequence of a law enforcementcore curriculum. Firescience, correctionsand environmentalsafetyhavea standardizedcore curriculum. The subcommittee reviewed the 1992 Public Safety CurriculumProject(statusOf publicsafetyeducation), 1993 Administration of Justice Curriculum Project ( standardization of law enforcement and corrections curricula), 1993 Public Safety Curriculum Project (new course development / introduction to Administration of Justice revision), CAAJE Curriculum Project (The Blue Book), and the POST /Community College Project (Police College).

During the next funding cycle, the curriculum subcommittee members will review the results of the 1994 Public Safety Curriculum and Professional Development Grant (Grant agreement number 94-112-001) to correlatetheir findings.

Evaluation:Curriculum projects were reviewed and a core curricula identified for the four areas of public safety: .fire, environmentalsafety,law

15 enforcement and corrections.Consensus was reached by representatives from academic and vocational faculty, professional associations and the State's Public Safety Certifying Agencies to endorsea multi format course delivery system rather than a single format. Even though the police college concept is a sophisticatedintegrated model (learning community),itis apparent that it would not be appropriatein all learning situations; therefore is not endorsed as the single integrated delivery format.

Conclusion:The Southern California Public Safety Training Consortium is prepared to present their recommendations for a standardized public safety curricula at statewide consortia meetings held during the next funding cycle.

OBJECTIVE 5:

By April 1995, improve communication and work cooperatively to remove the barriers that exist between community college districts in articulating courses, sharingresources and scheduling delivery of training. Draft a training matrix for delivery of instruction which meets the needs of local public safety practitioners and publicizes services to special populations.

Outcomes: The CAVIX electronic bulletin board system was established to facilitate scheduling of training programs at the community colleges and display a resource inventory that will foster resource sharing. The CA VIX bulletin board is available to all interested individuals.It particularly meets the needs of special populations because it can be accessed from home computers.As computer systems for special populations become common place, obtaining information electronically will increase access.

Evaluation:Communication is greatly improved as a result of the advisory meetings and representatives working together toward long-range consortium goals. Having the CA VIX system operational has the potential to enhance communication through electronic mail and through electronic posting of training schedules and resource inventories.

Conclusion: A series of events coming together was the catalyst for forming the consortium. The following factors contributed to its formation: the continuing California recession causing unrelenting budget cuts for public safety and education; the adaption of Concurrent Resolution #93; the national trend offorming alliances due to their synergistic effect; and the need to consolidate programs for cost effectiveness.The consortium partners are solution oriented and are working to overcome any barriers that still exist.

IC OBJECTIVE 6:

By May 1995, develop a marketing strategy that reaches 100% of agencies within the consortium and examine the feasibility of publicizing the training on an electronicmessage center that could be accessed through "Internet" or the community college's "Infonet." Analyze the Chancellor's Office Management Information System (MIS) data to verify compliance for gender balance and enrollment of special populations.

Outcomes: Consensus was reached to produce a six minute video tape to promote the services available through the electronic bulletin board system.The CAVIX system has internet connectivity and was developed for use by community college personnel. The aim of this grant was to establish a consortium of public safety practitioners and community colleges and to review curriculum. Curriculum to serve special populations was discussed as an issue.Since curriculum was not field tested,there was not any direct student involvement during the funding period; and therefore, specific MIS data does not exist for this project. A review of statewide data was made and documented in the Chancellor's report.

Evaluation:Not only did the consortiumanalyzethe feasibility of electronic communication,but the system is operational.A video tape is the predominate strategy to encourage use of the bulletin board system, but train-the-trainer sessions, flyers and correspondence will augment the video tape.The use of a video tape is a dynamic marketing tool, which should prove to be an effective means to encourage use of the electronic bulletin board system.The marketing strategy is designed to reach 100% of agencies through the electronic system. For further promotion, the video tapewill be advertized through the POST bulletin board system.

Conclusion: Many good curriculum models such as the Blue Book are currently available, but are not used by many Administration of Justice programs in the community college.This may be the result of lack of knowledge about their existence.The marketing strategy, electronic bulletin board and video tape will promote the use of such curriculum and highlight other activities of the consortium.

OBJECTIVE 7:

By June 1995, evaluate project's results, make recommendations, and disseminate a final report to 100% of consortium members, Chancellor's office, 107 California Community Colleges (CCC), Commission on Peace Officer Standards and Training (POST), Standards and Training for Corrections (STC), State Fire Marshal (SFM), California Specialized Training Institute (CSTI), California Association of Administration of Justice Educators (CAAJE), California

11 Academy Directors Association (CADA), and California Association of Police Training Officers (CAPTO).

Outcomes: The projects's results will be published on the CAVIX bulletin board. Letters summarizing the project and an explanation of how to access the detailed report will be sent to 100% of consortium members,107 community colleges, POST, STC, SFM, CSTI, CAAJE, CADA; and CAPTO. An original report and mandatory copies will be sent to the State Chancellor's Office.Project recommendations are listed in this report. Please refer to the table of contents in this document for the exact page number.

Evaluation:Recommendations were formulated as a result of consortium activities. The concepts contained in these recommendations were presented at two conferences: 1) Western Pacific Association of Criminal Justice Educators (October 20-23),2) and atThe Global Village Schools National Conference- Inventing Tomorrow's Schools (April 5-8,1995.) An original report and mandatory copies will be sent to the Chancellor's office. The CAVIX bulletin board will post the final report.

Conclusion:Since the electronic bulletin board is 'operational,it is important to model the use of the electronic distribution and access of information; therefore the decision was made to post the detailed final report on an electronic bulletin board system.This electronic distribution has the benefit of making the report available to interested individuals long after the end of the grant funding cycle without additional costs.

11 PROGRAM EVALUATION NARRATIVE:

The evaluation process included an on-going review of activities throughout the grant period by the project director and coordinated with the grant's special projects evaluator at the Chancellor's Office. Outcomes, evaluations and conclusions were listed by objective for ease of comparison.Lengthy evaluation data is contained in the appendix of this document or from sources as noted.

DISSEMINATION:

1. The project director, Dr. David Balch,and the Division Dean, Frank Patino, presented the status of the consortium's activitiesat the Western Pacific Association of Criminal Justice Educators' conference entitled, "Twenty-first Century Alternatives to the Traditional Methods of Criminal Justice," in Salt Lake City on October 20-23, 1994. This organization represents criminal justice educators in the western region of the United States. The presentation defined a model and the steps taken to create a consortium in which articulation can occur with input from educators, public safety certifying agencies, practitioners and employers.

2. OnMay 4 and 5 Frank Patino and David Balch attended the California Association of Criminal Justice Educators' yearly conference.Reports were made by the southern and northern consortium in regards to curriculum development. The northern consortium distributed a report detailing their work on continuing professional development curriculum. The group then discussed plans for collaboration on a state-wide basis.

3. Dr. David Balch was invited to be a participant at the Global Village Schools National Conference held in Atlanta, Georgia on April 5-8,1995. The conference is the result of a collaboration of leaders from technology and education: The University of Oklahoma, The Global Village Schools Institute, The Center for Educational Leadership and Technology, and the Mecklenburger Group. The conference concept was about inventing the schooling that is needed if all people are to succeed in the information age. The global village was taken from philosopher Marshall McLuhan's expression about the societal impact of the information age.It means that learners simultaneously live not only in their local communities, but are connected to others around the world.

4. This final report was sent to the Chancellor's Office.Letters were sent to members of the advisory committees and to the presidents of all California Community Colleges summarizing the project and directing them to access the report through the CAVIX bulletin board system for a detailed report of the grant's accomplishments.

12 SUMMATIVE REPORTS FOR THE FOUR SUBCOMMITTEES:

1. CURRICULUM SUBCOMMITTEE-Chairmen:P.J.Ortmeier andRichard Michelson

Outcome: The curriculum subcommittee met to address issues of 1) state-wide curriculum standardization and sequence 2) articulation for a seamless public safety curriculum, 3) integration of academic and vocational competencies, and 4) open access and special populations.

The Southern California Public Safety Training Consortium Curriculum Subcommittee reviewed the work the following curriculum groups including: 1992 Public Safety Curriculum Project (status of public safety education), 1993 Administration of Justice Curriculum Project (standardization of law enforcement and corrections curricula), 1993 Public Safety Curriculum Project (new course development/introduction to Administration of Justice revision, CAAJE Curriculum Project - The, Bluebook, and the POST project.

Another curriculumstudy, SafetyCurriculumand Professional Development Grant ( grant agreement number 94-112-001 dated July 1 , 1994), is a current and comprehensive curriculum project.Upon completio)., the Southern California Training Consortium's curriculum subcommittee will review the findings and endorsed where appropriate thecurriculumrevisions and initiatediscussionsat a statewide consortium meeting. The final report of grant agreement number 94- 112 -001initsentiretyis available through the California State Chancellor's Office.

It is the intent of the consortium to collaborate with all public safety curriculum groups, so that curriculum is standardized and coordinated among all of the State's community colleges and public safety agencies.

Standardized Core Curriculum

Thestandardizedcorecurriculumwasidentifiedincorrections, environmental safety, fire science and law enforcement.

13 Corrections Core Courses

The CorrectionalScienceCurriculumProjecthasdevelopeda recommended pattern for an Associate Degree in Correctional Science. This sequence has been endorsed by the Joint Apprenticeship Committee of the California Department of Corrections, California Youth Authority and California Correctional )Peace Officers Association asa program which would be of benefit to apprentices.The core course consists of eighteen units.

Introduction to Corrections (3 units) Concepts of Criminal Law (3 units) Correctional Interviewing and Counseling(3units) Control and Supervision in Corrections(3units) Correctional Writing(3units) Legal Aspects of Corrections(3units) Additional Unit Requirements: Recommended Courses (discretion at local colleges) Work Experience (maximum of six units) Basic Academy Credit (up to twelve units) General Education Units

Janan Hayes is director of the Correctional Science Project at Merced College (phone(209) 384-6345/fax(209) 384-6362).

Environmental Safety - Core Courses

The core curriculum for environmental safety is as follows:

Introduction to Environmental Hazardous Materials Tech.(3 units) Waste Stream Gen./Red./Treatment(3units) Health Effects on Hazardous Materiais (3 units) Hazardous Waste Management Applications/ Lab(4units) Hazardous Materials Management Applications/Lab(4units) Safety and Emergency Response /Lab (4 units) General Biology(4units) Environmental Biology(4units) Technical Writing or Approaches to Writing (3 units) Elements of General Chemistry (5 units) Fire Technology- Core Courses

The Fire Technology Curriculum Project (91-0994) standardized and revised fire technology curriculum and the certification process. Courses were developed to provide fire protection professionals with the base levelof knowledgenecessarytoperformsuccessfullyinfuture occupations as well as refresh/enhance theseskilllevels of those currently employed. The core curriculum includes 15 units.

Fire Protection Organization (3 ,units) Fire Prevention Technology (3 units) Fire Protection Equipment and Systems (3 units) Building Construction for Fire Protection (3 units) Fire Behavior and Combustion (3 units)

Law Enforcement - Proposed Core Courses The proposed core curriculum for law enforcement Associate of Science degree is approved by CAAJE and is as follows:

Introduction to Administration of Justice Criminal Law Introduction to Evidence Exploring Contemporary Multicultural Issues Written and Interpersonal Communication Methods Cognitive course work currently taught in academies and which canbetaughtinexistingcollegecourseslikeCriminal Procedures, Investigation and Community Relations.

Curriculum Issue - Articulation for a Seamless Curriculum

Articulationis a planned process linking "two or more educational systems together to help students make a smooth transition and to educationally prepare them for these transitions with a minimum of overlap in learning.It is a collaborative process through which the providers of education define and delineate roles, responsibilities, and competency mastery at each level of instruction. Articulation may occur among programs as wellas betweenspecificcourses. Program articulation identifies the courses and the sequence of courses which enable students to achieve their educational goals. Course articulation is the development of agreements between two institutions to accept courses completedatasendinginstitutionasmeetingspecificcourse requirementsat a receivinginstitution. To accomplishthe goals,

15 22 articulationmustbefutureoriented,organized,consistentand documented.

As curriculum moves toward "outcome based" rather than "hour based" a new articulation paradigm may emerge. The concept that once students demonstrate mastery of concepts they should not have to repeat similar course work is the basis of statewide standardization and articulation of public safety curriculum.The philosophy is to build bridges not fences as we work toward an articulatedseamless curriculum.

A seamless curriculum involving high school Tech Prep programs should be explored and deVeloped so that it leads to an Associate of Science degree and transfer to a four year program.Articulation agreements should be in place to support the seamless curriculum. Employees seeking promotions will know that the programs are designed for transferability.Tech Prep coordinators, community colleges, four year colleges/universities and public safety practitioners met on March 3, 1995 at Rio Hondo College to work toward an articulated program. Follow-up meetings will be conducted at community colleges and their feeder high schools.Formal articulation agreements are anticipated to be effective on July 1, 1995 with Rio Hondo College and Tri-Cities, La Puente and East San Gabriel Valley Regional Occupation Centers.El Monte, El Rancho and Pioneer High Schools agreements are soon to follow. It wasrecommendedthatthecourse,TheoryandConceptsof Contemporary Public Safety, should be taught at the high school level as part of the public safety/private security Tech Prep model.

Curriculum Issue - Integration of Academic/Vocational/Scans

Applied academics or infusing math, science, language arts, speech, cultural diversity into the curriculum should facilitate learning. There are several models of integration:1) Infusing academics into existing vocational programs or vocational competencies into existing academic courses, 2) paired Course work where students are required to co-enroll in two courses and were the instructors coordinate assignments, 3) development of a new course that is written to integrate both academic and vocational competencies and 4) creation of learning communities that integrate vocational and academic competencies in an entire prescribed certificate or degree programfor cohort student groups.The Police College format would be an example of the learning community in which a group of students complete a prescribedset of classes together. This model has a higher than average retention rate of program completers. The police college modelintegrates courses identified by the CAAJE

16 Curriculum Project with course work from the POST Basic Academy. Contact Jim Newman (Rio Hondo College) for syllabi/course outlines. Each syllabus contains references to the POST Performance Objectives.

PROPOSED POLICE COLLEGE A Model for Integration

YEAR ONE Fall Semester Introduction to Administration of Justice (AJ 101) Contemporary Issues of Administration of Justice (AJ 250) Communications Political Science Life Science

Fall Break - Session I First Aid and CPR (LD # 34 -21 hours)

Winter Break Session I Physical Fitness/Officer Stress (LD # 32- 40 hours) Investigative Report Writing (LD # 18 - 36 hours)

Spring Semester Administration of Justice System (Al 102) Community Relations (AJ 105) Police Report Writing (AJ 41) Sociology Humanities

Summer Session I Criminal Law (AJ 103) Police Operations (Al 228)

Crisis Intervention/Victimology (LD #4) - 6 hours) Community Relations Scenarios (LD #3) Patrol Techniques (LD #21) Vehicle Pullovers (LP #22) Crimes In Progress (LD #23) Handling Disputes/Crowd Control (LD #24) Domestic Violence (LD #25) Traffic Enforcement (LD #28) Traffic Accident Investigation (LD #29) Person Searches, Baton (LD #33 - 44 hours)

17 YEAR TWO Fall Semester Evidence (AJ 104) Juvenile (AJ 207) Psychology Physical Science Speech

Winter Break- Session II Laws of Arrest (LD # 15) Use of Force (LD #20)

Spring Semester Narcotics and Vice (AJ 208) Investigations (AJ 215) Health Sciences Fine Arts Mathematics

Spring Break - Session II Persons with Disabilities (LD #37) Gang Awareness (LD #38)

Summer Session II Preliminary Investigation (LD#30) Vehicle Operation (LD #19- 24 hours) Weapons Violations (LD# 40) Firearms/Chemical Agents (LD #35- 60 hours) information Systems (LD #36) Hazardous Materials (LD #41)

Traditionally, academic and vocational curricula have been developed along separate tracks, with little collaboration among faculty in the two distinct areas.This situation often resulted in segmented instruction for vocational students. The integration of academic and vocational competencies in the public safety curriculum is a high priority.P. J. Ortmeier'svision in his doctoral dissertation is to establish and implement a "Career Master Plan for

18 Public Personnel: Integration of Vocational Skills and AppliedAcademics." This type of curriculumis considered an exemplary design because it integrates vocational/ academics competencies,problem solving, critical thinking and communication skills.

Curriculum Issue:Access/Special Populations

Underrepresented populations are encouraged to seek training which will equip them with theeducation,skills,and attitudesforgainful employment in public safety and private security.Support services are important in the retention of special populations.It is suggested that cohort groups of students be formedupon entry into the training program and that a preset schedule of classes is established.It is recommended thata strategyto publicize supportservicesalong with the course offerings be provided. As training programsare developed care must be taken to address the issue that some public safety studentsmay not meet all the physical, psychological, and legal requirements for employment in public law enforcement, but that the trainingprepares them for alternative career paths such as jobs using technology to detectcomputer crimes.

Alternative Instructional Delivery Methodology to Increase Access

Two statewide public safety education interactive teleconferenceswere broadcast for professionals in the public safety field. The first in November 1994 and the second in March 1995. These teleconferences addressed curriculum issues including standardization throughout the stateof California. Interactiveteleconferenceparticipationwas encouraged throughout the state, so that a broad overview of issues could be addressed.This method of delivery proved effective and should be explored in the delivery of training to increase studentaccess.

Recommendations - Curriculum Subcommittee

1. Curriculum design should provide a career pathway similar to Tech Prep.

1. Curriculum should be competency-based rather than hour-based.

3. A "general" public safety introdu :tory core course. Theory and Concepts of Contemporary Public Safety, may not be appropriate at the postsecondary level at this time due to the limited coursework

26 space remaining after existing core courses and general education requirements are fulfilled.It is suggested that this course might be appropriate at the secondary education level in a Tech Prep format. In addition,itissuggested that AJ101, Introductiontothe Administration of Justice, might be taken for college credit at the 12th grade high school level.

4. A course in practical Spanish is recommended and appropriate Ilso at the high school level in a Tech Prep format.

5. Traditional college coursework should focus on concepts and academy coursework should focus on the development of technical skills (unless concepts and technical skins are integrated into single format).

6. Alternative instructional design for delivery of concept-based and technical skills should be explored.

7. Nursing education/licensing programs may be viewed as a possible model to be emulated in public safety education.

8. Endorse concept of regional community college testing centers for POST exams (when student is ready for block exam, the exam would be downloaded at the testing center).Exam integrity and security would be important.

9. Endorse concept of multiple formats for delivery of concepts and technical skills. Examples: a. single format model -- concepts and technical skills integrated b. multiple format model -- concepts delivered via community college coursework, technical skills delivered via academy

10. Endorse and encourage academic transfer/career development plan and student counseling regarding same.

11. Endorse concept of vertical and horizontal articulation to enhance career education concept.

12. Endorse instructional programming which incorporates the SCANS competencies and encourages the development of .transferrable skills. Students should be advised that individuals may be forced into multiple careers in their lifetimes and that employment opportunities in fire scienceandlawenforcementarecurrentlylimitedwhereas opportunities in corrections and private security are not.

13. In addition to #12 above, instructional programming should address open access and target special populations, such as the disabled, who

20 may be eligible for employment in public safety and private security occupations which do not require rigid physical pi.equalifications.

14. A system for monitoring student retention, successful "completion", jobplacement,andfollow-upshouldbedeveloped. This recommendation is consistent with the accountability requirementsas established by Assembly Bill No.1725 and endorsed by the Chancellor's Office..

15. Endorse the development of a career education master plan for public safety education to promote career development, career change, or promotion. a. Elementary grades K-6 --public safety career awareness. b. Middle grades 7-8 --public safety career exploration. c. High school grades 9-12--entry level public safety career preparation. Articulation with academies, adult school/ROP's, community colleges, and four-year college programs. d. Vertical as well as horizontal articulation between and among public safety academies, adult school/ROP's, community colleges, 4 year college programs and graduate programs to enhance career development, career change,continuing education, and promotion from entry level through mid-level to upper level career opportunities.

Evaluation: The curriculum subcommittee did an excellent job of addressing curriculum"process" issues and identifying several unresolved curriculum"content" issues. For example,in addition to the development of critical thinking, human relations, and communications skills,"concept" curriculum content should address leadership and supervision skills as well.Furthermore, current curriculum content fails to adequately address emerging problems with, and investigative techniques for, white-collar and computer-related crime as well as domestic terrorism.

Conclusion: A strategy for "buy-in" and implementation of the model plan for public safety training and education by the various colleges and agencies throughout the state needs to be developed to ensure achievement of the goals of this consortium project.

26 2. Electronic Bulletin Board Subcommittee- Chairman: Wayne Olson

Outcomes: The Electronic Bulletin Board Committee met to study the feasibility of creating an electronicbulletin board to reportconsortium outcomes. Not only was it determined that an electronic bulletin board system (BBS) was the preferred means to disseminate consortium information; butitis operational. The subcommittee determined a framework, selected the carrier, developed data collection instruments,collected information,demonstrated the system to the advisory committee and coordinated with the POST electronic distribution system.

CAVIX is a computer-to-computerinformation systemthat serves California educators at all levels.It was selected because it operates 24 hour a day-seven days a week has four toll free lines (800 834-8428)/ one toll line (408 479-0961) and will host a forum for the Public Safety Training Consortium's news, resource inventory, and training schedules. Additionally internet connectivity,electronic mail and electronic file transfer are available.

To access the CAVIX bulletin board you need a computer, a modem, a telephone line, and communications software. Dial the 800 number and respond to the log-in prompts until you reach the main menu. The main menu lists Public Safety Training Consortium as "Pubsaf' on the menu with sub-menus for fire, law enforcement,environmental safety and corrections. The three regional subdivisions are San Diego, Orange, and Los Angeles. Continue to area of interest, such as, course outlines, training schedules or certified courses. Call Mary Auvil at 408 475-4993 to request the CAVIX Quick Start Manual if you experience any difficulties in logging onto the system.

A major purpose of the bulletin board is the centralized electronic catalog of training that will help reduce under enrolled classes. The course title, number, time, date, location, and state certification are displayed.Additionally, a resource inventory is published through the CAVIX system. Use of the bulletin board will be encouraged by creating

a user friendly system,demonstrating the CAVIX on-line service , responding to active users' suggestions, internetconnectivity and distributing video clips via the POST network to create awareness of system. POST is collaborating with the Southern C'alifornia Public .Safety Training Consortium in making the CAVIX system a viable on- line service for public safety training providers.POST is planning to make available through the CAVIX system its electronic catalog of certified courses.To access the POST bulletin board directly call (916) 455-8778.Questions or comments regarding the POST system may he

2 !i directed to Darrell Stewart, Chief Information Services Bureauat (916) 227-4839.The following is a listing of the mainmenu titles from the POST BBS: Announcements/Calendars, Bulletins/Newsletters,BBS Reference Library, Current Issues Library, Instructions forOrdering, POST Regulations/Procedures,Publications,Training,Help,Index, Messages, Software Utilities, Exit from Program.

Evaluation:In spite of thetighttimeconstraints,this subcommitteequickly determined that an electronic bulletin boardwas a viable option to disseininate the consortium information quickly andcost effectively. They worked to have the system operational during thegrant period. The CAVIX system is user friendly, provides themeans to link not only community colleges with each other, but high schools and the public safety industry as well..It offers on-site and on-line training, on-line surveys and one-on-one technical assistance.

Conclusion:The information age is upon us.The internet is providing access to a world of current information from any personal computer connected electronicallyto a servicewith internetconnectivity. Within the community college district the 1995-96 requirement for several grants is that the members must be linked to CAVIXor Infonet and the grantee must report the number of consortium members utilizing the CAVIXor Infonet system.

0 U 3. Training NeedsChairman: Tom Feierabend

Outcomes: The consortium contacted the fourpublic safety agencies to determine the extent of training needs surveys. Resultsare available for law enforcement from POST, for correctionsfrom Standards for Training inCorrections, for fire technology from theState Fire Marshal, and for Private Security from State Department ofConsumer Affairs and POST.Environmental Technology is determininga process to conduct this survey onan annual basis.

Evaluation: Three of the public safetycertifying agencies have trainingneeds assessment instruments and collect dataon a scheduled basis.In most cases, the process used in collecting data pertainingto the training needs by the various agenciesdemonstrates a necessity for collection oflocalized training needs. The law enforcementsegment is funded and controlled by the state certifyingagency and reflects a comprehensiveassessment. Fire service and environmental safetytraining surveys are statewide, but donot have as comprehensivea sampling as law enforcement. Corrections conducts a state-widesurvey, but neglects to survey local correctional facilities and probation departments.

Conclusion: It was determined thatposting the results of thesurveys on an electronic bulletin board would increaseaccess and facilitate curriculum development and prioritization ofcourse offerings.Availability' of data derived from 'these industry surveys will allowcommunity colleges to focus those resources which most accurately reflect the businesscommunity partners. With this information readilyavailable on an electronic bulletinboard system resources can be allocated inany fiscal period.

4. Promotion/MarketingChairinan: Earle Graham Outcomes: It is imperative that public safetyemployers and their personnel havean awareness of the resource inventory and training deliverymatrix that was developed through thisgrant and is currently availableto all interested individuals on the CaliforniaAcademic and Vocational Information Exchange (CA VIX) electronicbulletin board system (BBS). Therepre, a promotionlmarkeringcommittee was established.Earle

31 Graham- Vice President of Patrol and Communications Center Services for WESTEC Security, Inc. was selected as chairman of this subcommittRe. In order to promote awareness and use of this bulletin board system, the marketing committeedeveloped objectives to promote the consortium services.

Two target markets were identified: I) internal customers such as the community colleges, vocational education administrators, consultants from state certifying agencies and 2) external customers such as high school techl prep coordinators, law enforcement, fire services, private security, corporate security, environmental safety, medical transport IEMTI Paramedic, court referred training and corrections.

Marketing methodologies such as flyers,brochures,color tri-fold brochures were conceptually developed, including plans for a six minute video tape. An outline of the video tape is complete and the story board is under development at Golden West College. Video production will begin in the fall of 1995 with the final product available in the spring of 1996.The video would be produced to promote the use of the electronic bulletin board system as a communication link,to highlight consortium goals and activities, and to define the role the consortium serves in the process. The use of electronic bulletin board is important if the information is accessed regularly by all agencies to reduce costs by sharing resources and collaboratively scheduling classesto avoid duplication of courses in adjacent geographic areas.Electronic bulletin boards can be updated easily with immediate access to all members. The success of the bulletin board is dependent on awareness and use. A fast paced, action packed video was chosen to highlight the information. The purpose of the video is to promote the use of the bulletin board system and awareness of status of statewide standardized curriculum, sharing of resources, coordinated scheduling of classes.

Evaluation:This committee developed a comprehensive strategy for promoting the use of the electronic bulletin board. Along with the video, demonstrations and train-the-trainer workshops are part of the strategy to promote the use of the electronic bulletin board.

Conclusion: The video will be the result of cooperation with the northern (Santa Rosa) and southern consortium; thereby ensuring appropriateness of the statewide target audience.

3 ``) PROJECT CONCLUSIONS

1.The change in the law which requires law enforcement reserves to take twenty-four hours of continuing education every two years creates a liability concern for agencies with regards to the reserves hired before January 1, 1997 who have not completed the entire basic training. It is concluded that a course created to augment the training for reserves hired before this date isnecessary to reduce liability risks for public safety employers and should be required by many public safety employers.

2.The public's safety is optimized when cooperation/coordination among law enforcement, fire services, environmental safety, corrections and private security is achieved. Not only are the safety needs fulfilled through these alliances,but the taxpayer's dollars are conserved. Alternative ways to deliver public safety services must be addressed, such as cooperation with private security.In some communities, senior citizen help patrol their neighborhoods, private security alarm operators cooperate with law enforcement, and volunteers supplement the public safety workforce.

3.Existing and pending legislation provides the cement that bind.s the building blocks of the consortium together.Concurrent Resolution #99 initiated and established the foundation for cooperation and collaboration among public safety agencies, Pending legislation such as California's Senate Bill 1713, authored by Gary Hart, requires the Bureau of Security and Investigative Services (BSIS) to work with the Commission on Peace Officer Standards and Training (POST) and representative of the industry to develop new guidelines and standards for the selection and training of armed security personnel.HR1534 brings federal standards to the private security industry in the United States.These guidelines are shaping the future of public safety and private security, increasing the professionalism of the entire industry.It is evident that this type of legislation will contribute to the building of enduring alliances.

4.The consortium's recommendation not to endorse one single delivery formate allows for local selection of training models that satisfy the needs of the community.However,it was establishedthat when teaching cognitive instruction separately from skills training, that connecting activities integrating both durnains improves the results of the training program. The use of scenariosis an integration approach that has prOven effective when itis immediately coupled with conceptual course work.

5.The State Chancellor's Office in conjunction with POST should take leadership to enforce the use of updated and revised standardized statewide curriculum which focuses on developing criticalthinkingskills,acquiringinterpersonalskills,broadening and integratingone's knowledge base, accessing information through technological tools, understanding diversity, communicating effectively, and utilizing distance learning to improve access. .

26 3; RECOMMENDATIONS

1. Expand fee waivers to include pre-service students. Fee waivers for in-service personnelwith Bachelor's Degrees who are enrolled in public safetycourses has occurred as of January 1995.

2. Eliminate of maximum funding "CAP" restrictions for public safetyprograms.

3. Incorporate current technologiesinto public safety training curriculum, suchas interactive video disk,computer assisted instruction ("SMART" classrooms), and training simulators, Analyze the POST Technology Reorganization report and incorporate recommendations.

4. Conduct training needs assessments on a regular basis by the state certifying agencies.

5. Continue developingarticulation agreements that lead to a seamless curriculum and that keep current with Federal initiatives such asSchool-to-Work, 2+2+2, and Tech Prep for possible funding sources.

6. Examine the issue of the role private security has in community safety and of the training requirements for that industry.

7. Endorse multiple formats of instruction rather than a single model for public safety. This gives agencies choice in selecting formats that meet local needs.

8. Begin career awareness and counselingno later than high school.This advisement should acquaint students with not only the various careers, but with the abilityto analyze the projected employment figures reported by the Employment Development Department.

9. Review the "Introduction" courses to Administration of Justice, Corrections. and Environmental Hazardous Materials Technology" to make sure that they containa research component that makes them acceptable transfer courses and meets the Intersegmental General education Transfer Curriculum (IGETC) requirements. Discuss the necessity of choosing a new title for course, other than "Introduction to- il' this name is not acceptable to four year colleges/universities.

10. Endorse the regionalization concept which should prove to be cost effective anda realistic approachfor education of public safety personnel.

34 TRENDS

Trend There is an increasing demand for protection at a time when public safety budgetsare facing continued cuts.This situation has prompted the need to strengthen partnerships between public safety providers and private security.All entities are realizing that with cooperation and coordinationour communities will be safer. Presently, private security companies are experiencing increased hiring demands. Figures from the California Employment Development Department show thata growth rate of 46.9% is anticipated for security guards. 41,930 new jobsare projected with an additional 35,500 openings due to workers retiringor leaving their jobs for other reasons.Nationally, there are 2.4 security guards per one law enforcement officer; but by the year 2000 there will be 2.8 security guards for every law enforcement officer according to the Hallcrest Report II.Corporate security is also experiencing an increased demand. not only at the guard level, but in investigative and management positions.Proprietary security personnel are being hired in the retail, entertainment, utility and computer industries. Locally, Los Angeles Mission College was selected to be a ONE STOP Training Site to retrain workers who recently lost their jobs due to corporate

downsizing.Private security was one of the targeted occupations. .

Trend Increased training at all levels of public safety, including private security, will further the professional stature of the industry.The Associate of Science Degree and Bachelor's Degree are already mandatory for advancement in some police departments.According to a report in the American Journal of Police (Volume VIII, Number 1- 1989) entitled "The Effect of Higher Education on Police Liability: Implications for Police Personnel Policy," shows that college educated officersare involved in cases of individual liability significantly less frequently than non-college educated officers.In another report in the American Journal of Police (Volume VII, Number 2- 1988) entitled, "Higher Education as a Bona Fide Occupational Qualification for Police: A Blueprint," found that up to 62 percent of the nation's law enforcement agencies serving jurisdictions with more than 50,000 inhabitants had some form of educational incentive programs. The California Alliance of Licensed Security and Guard Agencies' (CALSAGA) mission statement reads that this organization shall be the preeminent resource to private security companiesforinformation,representation,benefits,educationand professionalaffiliationinCalifornia. CALSAGA isinterestedin professionalizingtheprivatesecurityindustrythroughlicensing, education and professional standards. This Alliance is the official voice of the private security and guard industry of California.

3 a Trend Thereisa trend toward collaboration/cooperation amongtraining providers.POST wants to establish regional training centers which would includetrainingfacilities,equipment and modern training technologiesnecessarytoideallytrain and preparepublicsafety personnel. These centers would be shared by local agencies and trainers within a regional area, and would be part of a statewide network of trainingcenters andfacilities. The RegionalCentersAdvisory Committee was formed in February 1994. Eleven centers statewide are planned as a cost saving measure and revenue generators by contracting with the community for use of the center's resources.Legislative history supporting the development of regional training centers:

1988SB1265 $300 M bond to establish regional training centers 1989ACR58 POST conducts a needs assessment and compiles a report "A Vision of Excellence" 1991 PC13508 Directs POST to develop strategy for establishing regional training and recommend financial structure for regional training 1995 Report due to legislature in January 1995.

Activities of the regional training consortium are to formalize the training committees,gain regionalsupport from localofficials, conductfacilities inventory and needs assessment, consider potential site selections, begin work on regional facilities plans, begin the processof facility operational agreements. The final report is due to the legislature in January 1995. The findings ofthe regional training consortium will be correlated with those of the PublicSafety Training Consortium.

36 FUTURE GOALS/ PROPOSED PROJECTS

1. Develop a system for evaluating the effectiveness of Administration of Justice,Criminal Justice and other Public Safety vocational educationprograms by creatinga system for tracking course/program "compieters" as well those who exita program before completion.

2. Collaborate with the northern consortium in establishinga standardized statewide curriculum.Reach consensus regarding the standardization,sequence and integration of curriculum with the State Chancellor's Office and the certifying agencies.

3. Discuss the feasibility of alternate delivery methods of instruction, basedon the results of the State Chancellor's grant on Distance Learning.

4. Study nontraditional course delivery systems suchas - :stance learning and interactive video and make recommendations regarding their use in Public Safety education.

5. Update all curriculum materials to take advantage of emerging technologies.

6. Coordinate with the Golden West College grant to explore alternative formats for delivery that will include evening and weekend courses and make recommendations for adoption.

7. Work with hiring agencies to establish measurable outcomes, including knowledge domain criteria, performance objectives, and proficiency exams.

8. Begin developing a process for certifying classes on a state-wide basis.This will include identifying specific content in each course that will be taught in all collegesas well as establishing certifiable and fair testing to ensure that all specified material is mastered.

9. Continue working with high schools to expand Tech Prep offerings throughout California that will prepare students for careers in Public Safety.

10. Formalize an articulation process with four-year colleges, academies, and high schools.

11. Revise the introductory Public Safety Tech Prep course to include interpersonal communication and basic writing skills.

12. Develop cross-discipline courses, such as "Public Safety Supervision,- that can be applicable to all four Public Safety disciplines.

13. Coordinate with Golden West College grant to revise the instructor development course offered in Spring 1995 to address the recommendations in the course evaluations, and offer four additional courses in 1995/1996.

31 14. Explore integrating a mentoring component into instructor development training and make recommendations regarding implementation.

15. Define different career paths for the core curriculum, so that the students are aware of the various career options that are open to them upon completion of training.

16. Develop career pathways in a visual diagram that displays the available career options and corresponding educational requirements.

17. Collaborate with the Department of Corrections and California Youth Authority to introduce the approved Corrections curriculum into community college corrections programs within California where itis notyet adopted, and help establish such programs in regions where it is needed but does not yet exist.

18. Collaborate with Environmental Technology educators to introduce the approved EnvironmentalTechnologycurriculumintocommunitycollegeEnvironmental Technology programs within California where it is not yet adopted, and help establish such programs in regions where it is needed but does not yet exist.

19. Collaborate with State Fire Marshal's Office to introduce the approved Fire Technology curriculum into community college Fire Technology programs within California where it is not yet adopted, and help establish such programs in regions where it is needed but does not yet exist.

20. Collaborate with the Commission on Peace Officers Standards and Training to introduce the approved Law Enforcement curriculum into community college Administration of Justice programs within California where it is not yet adopted, and help establish such programs in regions where itis needed but does not yet exist.This will include implementing the, transfer of approximately 240 hours of POST academy coursework from academies to the community colleges.

21. Produce a video tape that can be used throughout the state to promote the use of the electronic bulletin board which posts training schedules, resource inventory, consortium goal of a standardized integrated sequenced statewide curriculum

32 33 APPENDICES APPENDIXA

ADVISORY COMMITTEE Southern California Public Safety Training Consortium July 19, 1995

Clare Adams Bart Bartel Dean of Academic Affairs Citrus College Los Angeles Harbor College 1000 W. Foothill 1111 Figueroa Place Glendora, CA 9170-1899 Wilmington, CA 90744 Phone: (818) 914-8708 Phone: (310) 522-8200 Ext. 319 Fax: (818) 914-8703 Fax: (310) 834-1882 Forrest Billington Henry Allen Sheriff's Lieutenant Los Angeles City Fire Department San Bernardino County Sheriff's Department Assistant Chief Dick Williams Sheriff - EVOC Training Center 227 North Lake St. 18958 Institution Rd. - P.O. Box 1456 Los Angeles, CA 90026 San Bernardino, CA 92402 Phone: (213) 485-6007 Phone: (909) 887-7550 Fax: (213) 485-8478 Fax: (909) 887-7575

Ronald T. Allen Mary Kay Borchard Chief Training Delivery and Compliance BehavioralSciencesDivisionChair Commission on Peace Officer Standards and Administration of Justice Training Imperial Valley College 1601 Alhambra Blvd. 380 E. Aten Road Sacramento, CA 95816-7083 Imperial, CA 92251 Phone: (916) 227-4862 Phone: (619) 352-8320,Ext.279 Fax: (916) 227-3895 Fax: (619) 355-2663

Lon Aton Jon Boyer Program Manager Mammoth Lakes Police Baldy View Regional Occupational Project P.O. Box 2799 135 S. Spring St. Mammoth, CA 93546 Claremont, CA 91711 Phone: (619) 934-2011 Phone: (909) 621-0063 Art Branstine Steven Bailey President Director, Criminal Justice and Public Services Westec Security, Inc Riverside Community College District 100 Bayview Circle, Suite 1000 4200 Magnolia Ave. Newport Beach, CA 92660 Riverside, CA 92506-1299 Phone: (714) 725-6200 Phone: (909) 275-2520 Fax: (714) 725-6290 Fax: (909) 275-2590 Gayle Brosseau David Balch Los Angeles Mission College Rio Hondo College 13356 Eldridge Avenue 3600 Workman Mill Road Sylmar, CA 91342 Whittier, CA 90601 Phone: (818) 364-7797 Phone: (310) 908-3406 Fax: (818) 364-7755 Fax: (310) 692-2557

41 Mike Burns Mike D'Amico Fullerton College El Camino College 321 E. Chapman Ave. 16007 Crenshaw Blvd. Fullerton, CA 92632-2095 Torrance, CA 90506 Phone: (714) 992-7211 Phone: (310) 660-3100 Fax: (714) 447-4097 Fax: (310) 660-3930

Eloise Cantrell Daniel Dale Los Angeles Mission College Law Enforcement Training 13356 Eldridge Avenue Porter-;11e College Sylmar, CA 91342-3244 100 East College Ave. Phone: (818) 364-7625 Porterville, CA 93257 Fax: (818) 364-7755 Phone: (209) 781-3130 ext.261 Fax: (209) 784-4779 Garrett Capume Cal State University Fullerton Richard Davin Fullerton, CA 92634 Chapman University Phone: (714) 773-3521 5435 Ville la Ct. Riverside, CA 92059 Cavix Phone: (909) 787-6839 Mary Auvil 605 Olson Road Peggy DeFtesano Soquel CA 95073 Director, Criminal Justice Phone: (408) 475-4993 Bakersfield College 180i Panorama Drive Joseph Clark Bakersfield, CA 93305 Barstow College Phone: (805) 395-4481 2700 Barstow Road Barstow, CA 92311 Rod De Young Phone: (619) 252-2411 Corrections CIM-Chino Fax: (619) 252-1875 14901 South Central Avenue Chino, CA 91710 Richard Close Phone: (909) 597-1821 Ext. 2137 LAPD Fax: (909) 597-4983 P.O. Box 2281 Van Nuys, CA 91404 Mario Diaz Phone: (818) 756-8894 Probation Officer Los Angeles County Probation Paul Cook 320 West Temple Suite 140 Associate WardenSupport Services Los Angeles, CA 90012 California Rehabilitation Center Phone: (213) 974-9331 P.O. Box 1841 Norco, CA 91760 Dan Dickerson Phone: (909) 273-2911 San Bernardino, City Fire Department 200 East 3th Street Chris R. Cop len San Bernardino, CA 92410 Criminal Justice Instructor Phone: (909) 384-5287 Adult & Career Education 605 N. Park Avenue Pomona, CA 91768 Phone: (714) 469-2314 (800) 648-6984 Fax: (714) 623-3841

42 John T. DisLelrath Richard Feaster Chief Lieutenant West Covina Police Department California Rehabilitation Center 1444 West Garvey Avenue P.O. Box 1841 West Covina, CA 91793 Norco, CA 91760 Phone: (818) 814-8513 Phone: (909) 273-2911

Brian Donahue Tom Feierabend Coordinator Mt. San Antonio College Tri-Cities ROP 1100 N Grand Ave. 9401 S. Painter Avenue Walnut, CA 91789 Whittier, CP 90605 Phone: (909) 594-4655 Phone: (310) 698-9571 Fax: (909) 594-8060

Melinda J. Drsata Don Fernald Director of Training East San Gabriel Valley ROP Westec Security Inc. 1024 West Workman Avenue 100 Bayview Circle Suite 1000 West Covina, CA 91790 Newport Beach, CA 92660 Phone: (818) 960-5080 Phone: (714) 725-6200 Fax: (714) 725-6293 Ronald M. Fields Victor Valley College Jim Duncan 18422 Bear Valley Road Miramar College Victoryille, CA 92392 Director, San Diego Law Enforcement Phone: (619) 245-4271 Ext. 359 10440 Black Mountain Road Fax: (619) 245-9744 San Diego, CA 92126 Phone: (619) 536-7326 Charles B. Fields Fax: (619) 536-7345 Chair, Criminal Justice Program Cal State University - San Bernardino Charles Edwards 5500 State University Parkway Riverside City Fire Department San Bernardino, CA 92407-2397 3420 7th Street Phone: (909) 880-5506 Riverside, CA 92501 Phone: (909) 782-5328 B. David Fisher Fax: (909) 784-6823 East Los Angeles College. 1301 Avenida De Cesar Chavez William Egan Monterey Park, CA 91754 Director Phone: (213) 265-8676 Rialto Unified School District Fax: (213) 265-8631 595 S. Eucalyptus Avenue Rialto, CA 92376 Gloria Fisher Phone: (909) 421-7565 Coordinator of sheriff's Academy Department Head, Police Science Marvin Engquist San Bernardino Valley College Cerritos College 701 South Mt. Vernon Avenue 11110 Alondra Blvd. San Bernardino, CA 92410 Norwalk, CA 90650 Phone: (909) 888-6511 Ext. 1594 Phone: (310) 860-2451 Ext. 2777 Fax: (909) 381-3410 Don Gallon Bernie Homme Instructor Administration of Justice Commission of Peace Officer Standards and Pasadena City College Training .1570 Colorado Blvd. 1601 Alhambra Blvd. Pasadena, CA 91106 Sacramento, CA 95816 Phone: (818) 585-7253 Phone: (916) 227-4868 Fax: (818) 585-7910 Fax: (916) 227-3895 Pager(213)508-0366

Edward 0. Gould Al Howenstein Victor Valley College The California Alliance of License Security and 18422 Bear Valley Rd. Guard Agencies Victorville, CA 92392-9699 1900 Point West Way Suite 204 Phone: (619) 245-4271 Sacramento, CA 95815 Phone: (916)924-5222 Earle Graham Fax: (916)924-5238 VicePresidentPatrolandCommunication Center Paul W. Kelly Westec Security Inc. Dean of Vocational Technology 100 Bayview Circle Palomar College Newport Beach, CA 92420 1140 West Mission Road Phone: (714) 725-6200 San Marcos, CA 92069 Fax: (714) 725-6293 Phone: (619) 744-1150 Ext.2276 Fax: (619) 591-0698 Cole Hampton Mono County Sheriff's Department Betty R. Kisbey P.O. Box 616 Dean of Economic Development/Vocational Bridge Port, CA 93517 Education Phone: (619) 932-7549 Pasadena City College Fax: (619) 932-7435 1570 E. Colorado Blvd. Pasadena, CA 91106 Barbara Harrison Phone: (818) 585-7301 San Diego Law Enforcement Training Center Fax: (818) 585-7910 10440 Black Mountain Road San Diego, CA 92126 Wolfgang M. Knab le Phone: (619) 536-7344 Captain Fax: (619) 536-7345 Los Angeles City Fire Department 227 N. Lake Street John Hernandez Los Angeles, CA 90026 Sheriff's Captain Phone: (213) 485-6087 EmployeeDevelopmentDivisionTraining Center Greg Kyritsis San Bernardino County Sheriff's Department Sheriffs Lieutenant P.O. Box 1456 W. Institution Rd. San Bernardino County Sheriffs Department San Bernardino, CA 92402 P.O. Box 1456 W. Institution Road Phone: (909) 880-2695 San Bernardino, CA 92402 Fax: (909) 880-2568 Phone: (909) 880-2695 Fax: (909) 880-2658 Leo C. Hertoghe Chair, Criminal Justice Program Linda Lanier Cal. State University - Sacramento Los Angeles Police Department 6000 "J" Street 1880 N. Academy Drive Sacramento, CA 95819-6085 Los Angeles, CA 90012 Phone: (916) 278-6297 Phone: (213) 237-1501 Fax: (213) 237-0004 44 Marty Larson Edward J. Mautz Mammoth Lakes Police Department Associate of Public Administration P.O. Box 2799 2220 3rd Street Mammoth, CA 93546 La Verne, CA 91750 Phone: (619) 934-2011 Phone: (909) 593-3511 Ext.4942/4943 Fax: (909) 596-5860 Marc S. Lurie Director, Environmental Technology Program Jack Mc Mahon Rio Hondo College Probation Department 3600 Workman Mill Road Staff Training Officer Whittier, CA 90601-1699 9150 E. Imperial Hwy. Phone: (310) 908-3421 (310) 692-0921 Ext. Downey, CA 90242 3603 Phone: (310) 940-2508 Fax: (310) 908-3408 (310) 908-3421 Fax: (310) 803-1855

Paula Malody John McClutcheon Coordinator ProbationOfficer, LosAngelesCounty Rialto Unified School District Probation 595 S. Eucalyptus Avenue 320 West Temple Suite 140 Rialto, CA 92376 Los Angeles, CA 90012 Phone: (909) 421-7565 Phone: (213) 974-9331

Laurie Manseau Richard "Mac" McGrath Supervisor Coordinator, Administration of Justice Program North County ROP Cerritos College 2360 West La Palma Avenue 11110 Alondra Blvd. Anaheim, CA 92801 Norwalk, CA 90650 Phone: (714) 776-2170-253 Phone: (310) 860-2451 Ext. 2775 Fax: (310) 467-5005 Michael G. Markulis Director of Delinquency and Justice Richard Michelson School of Public Administration Police Academy Coordinator University of Southern California Grossmont College 3601 South Flower St. 8b00 Grossmont College Drive Los Angeles, CA 90007 El Cajon, CA 92020-1799 Phone: (213) 743-2497 Phone: (619) 465-1700 Fax: (619) 461-3396 Gretchen Marlotte Instructional Dean Sim Middleton Business & Social Division Rancho Santiago Community College Long Beach City College 1530 W. 17th Street 4901 E. Carson St. Santa Ana, CA 92706 Long Beach, CA 90808 Phone: (714) 564-6585 Fax: (310) 420-4118 Fax: (714) 564-6379

Glens Mason Richard Milanesa San Bernardion Valley College Instructor, Administration of Justice 701 S Mt. Vernon Avenue East Los Angeles College San Bernardino, CA 92410 1301 Avenida De Cesar Chavez Phone: (909) 88-6511 Monterey Park, CA 91754 Fax: (909) 889-6849 Phone: (213) 265-8834 Fax: (213) 265-8631

45 David Milewski Cindy Pabis Basic Recruit Academy East San Gabriel Valley ROP Orange County Sheriff- Coroner Department 1024 West Workman Avenue 11561 Salinez West Covina, CA 91790 Garden Grove, CA 92643 Phone: (818) 960-5080 Phone: (714) 530-0421 Fax: (714) 638-1147 Frank Patino Division Dean Holly Mitchum Rio Hondo College Commission on Peace Officer Standardsand 3600 Workman Mill Road Training Whittier, CA 90601 1601 Alhambra Blvd. Phone: (310) 908-3406 Sacramento, CA 95818-7083 Fax: (310) 692-2557 Phone: (916) 227-3895 Herbert Pawlik Junius "Red" Murray Orange County Sheriff-Coroner Department Fire and Emergency Tech. Department Basic Recruit Academy El Camino College 11561 Salinez 16007 Crenshiw Blvd. Garden Grove, CA 92643 Torrance, CA 90506 Phone: (714) 538-9668 Phone: (310) 660-3997 Fax: (714) 638-1147 Fax: (310) 715-7794 Thomas Perez Jim E. Newman Associate Professor Administration of Justice Associate Professor Irvine Valley College "Criminal Justice Program 5500 Irvine Dr. Rio Hondo College Irvine, CA 92720 3600 Workman Mill Rd. Phone: (714) 559-3318 Whittier, CA 90608 Fax: (714) 559-3270 Phone: (310) 908-3406 Dee Porter Dennis O'Neill Coordinator, Tech- Prep Project Coordinator, Public Safety Program East San Gabriel Valley ROP La Puente Valley ROP 1024 West Workman Avenue 455 N. Glendora Avenue West Covina, CA 91790 La Puente, CA 91744 Phone: (818) 960-5080 Phone: ( ) 333-3773 Rick Riddle Wayne Olson Riverside P.D. Golden West College 4102 Orange Street 15744 Golden West Street Riverside, CA 92501 Huntington Beach, CA 92647 Phone: (909) 351-6058 Phone: (714) 895-8792 Fax: (909) 782-2544 Fax: (714) 895-8923 Larry L. Roberts P. J. Ortmeier Director Safety Programs Palomar College Palomar College P.O. Box 34492 1140 W. Mission Rd. San Diego, CA 92163 San Marcos, CA 92069-1487 Phone: (619) 463-8840 Phone: (619) 744-1150 or 727-7529 Ext. 2288 Fax: (619) 229-7754 Fax: Res:(619)749-0427 Pager:(619)999- 4133

46 Leo Rue las Tom Snook Chancellor's Office - VOC ED Peace Officer Research Association 1106 9th St. Chapter President Sacramento, CA 95814 11333 Valley Blvd. Ph One: (916) 324-8488 El Monte, CA 91731 Fax: (916) 322-3861 Phone: (909) 444-2206 Fax: (909) 339-8927 Carlos Sanchez Irvine Valley College Pat Stitzenberger 5500 Irvine Center Dr. Los Angeles County Commission Officer Irvine, CA 92720 1417 Pine Avenue Phone: (714) 559-3318 Manhattan Beach, CA 90266 Fax: (714) 559-3270 Phone: (310) 545-8788 Fax: (310) 545-9489 John Schimanski Lt. West Covina Police Department Shirley Tillman 1444 West Workman Avenue Barstow College West Covina, CA 91793 2700 Barstow Road Phone: (818) 814-8513 Barstow, CA 92311 Phone: (619) 252-2411 Rick Schulthess Fax: (619) 252-1875 Barstow College 2700 Barstow Jim Wait Barstow, CA 92311 Deputy Chief Fax: (619) 252-1875 State Fire Marshall 7171 Bowling Dr. #600 Steven S. Selby Sacramento, CA 95823 Training Bureau Phone: (916) 262-2010 Sheriff County Los Angeles (196)262-1870 11515 S. Colima Road Whittier, CA 90604 Michael Worley Phone: (310) 946-7807 Supervisor, Instructional Services Fax: (310) 941-7310 North Orange County ROP 1617 East Ball Road Ed H. Selby Anahaim, CA 92805 Administration of Justice Phone: (714) 365-1281 Southwestern College FaX: (714) 635-1297 900 Otay Lake Road Chula Vista, CA 91910 Mary Wylie Phone: (619) 421-6700, Ext 5601 Southwestern College Pager 989-7277 900 Otay Lakes Road Fax: (619) 482-6394 Chula Vista, CA 91910 Phone: (619) 482-6375 Cindy Smith Fax: (619) 482-6402 Director of Patrol and Central Station Services Westec Security, Inc. Penny Young 100 Bayview Circle Suite 1000 Director, Business and Professional Center Newport Beach, CA 92660 Los Angeles Mission College Phone: (714) 725-6216 13356 Eldridge Avenue Fax: (714) 725-6290 Sylmar, CA 91342 Phone: (818) 837-2236 Fax: (818) 365-5751

4,. APPENDIXB

MAP-SOUTHERN CALIFORNIATRAINING CONTORTION

46 1 Allan Hancock Joint 18 Gavilan 47 San Bern%rdirto 2 Antelope Valley 19 Glendale Crafton Hills College 3 Barstow 20 Grossmont-Cuvamaca San Be.mardino Vly College 4 Butte Cuyamaca College 48 San Diego 5 Cabrillo Grossmont College San Diego City College 6 Cerritos 21 Hartnett . San Diego Mesa College 7 Chabot-Las Positas 22 Imperial San Diego Miramar College Chabot College 23 Kern 49 San Francisco Las Positas College Bakersfield College City College of S.F. 8 Chaffey Cerro Coso CC 50 San Joaquin Delta 9 Citrus Porterville College 51 San Jose/Evergreen 10 Coast 24 Lake Tahoe Evergreen Valley College Coastline CC 25 Lassen San Jose City College Golden West College 26 Long Beach 52 San Luis Obispo County Orange Coast College 27 Los Angeles Cuesta College 11 Compton East LA College 53 San Mateo 12 Contra Costa LA City College Canada College Contra Costa College LA Harbor College College of San Mateo Diablo Valley College LA Mission College Skyline College Los Medanos College LA Pierce College 54 Santa Barbara 13 Desert LA Southwest College 55 Santa Clarita 14 El Camino LA TradeTechnical College College of the Canyons 15 Feather River LA Valley College 56 Santa Monica 16 Foothill-DeAnza West LA College 57 Sequoias DeAnza College 28 Los Rios 58 Shasta-Tehama-Trinity Foothill College American River College 59 Sierra Joint 17 Fremont-Newark Cosumnes River College 60 Siskiyous Oh lone College Sacramento City College 61 Solano 29 Marin 62 Sonoma 30 Mendocino-Lake Santa Rosa Junior College 31 Merced 63 Southwestern 32 Mira Costa 64 State Center 33 Monterey-Peninsula Fresno City College 34 Mt. San Antonio Kings River CC 35 Mt. San Jacinto 65 Ventura County 36 Napa Valley Moorpark College 37 North Orange County Oxnard College Cypress College Ventura College Fullerton College 66 Victor Valley 38 Palo Verde 67 West Kern 39 Palomar Taft 40 Pasadena Area 68 West Valley-Mission 41 Peralta Mission College College of Alameda West Valley College Laney College 69 West Hills Merritt College 70 Yosemite Vista College Columbia College 42 Rancho Santiago Modesto Junior College 43 Redwoods 71 Yuba 44 Rio Hondo 45 Riverside 46 Saddleback Irvine Valley College Solid Lines Saddleback College Designate CA Community College Districts

Screened Lines Designated CA Counties BEST COPY AVAILABLE

49 APPENDIX C

ASSEMBLY CONCURRENTRESOLUTION NUMBER 93

5 0 ASSEMBLY CONCURRENTRESOLUTION No. 93 Introduced by:

Assembly Members Woodruff andBrulte February 20,1992

Assembly ConcurrentResolution No. education. 93 - Relativeto postsecondary

LegislativeCounsel's Digest ACR 93, as introduced, This measure Woodruff. Postsecondary would requestCalifornia education. sufficient publicsafety training community collegesto offer training requirements. courses to satisfystate-mandated whereas, The Stateof California for public has mandatedtraining safety employees, including requirements corrections, andfire and hazardous law enforcement, and materialsresponse personnel; whereas, Thesetraining and safety of courses are directlyrelated to the the people ofCalifornia; and health whereas, California's community colleges are institutions offeringthese state-mandated the primary courses; and public safetytraining lereas, Most communitycolleges 6tudent growthand severe are experiencingsignificant reduction of financialproblems necessitating courses andprograms; and a whereas, The curtailment ofpublic safety created hardshipsand barriers trainingcourses has training to meetingthese state-mandated requirements;now, therefore,be it Resolved by the Assembly of theState Of California, Senate thereofconcurring, That the -:tfer sufficient California'scommunity public safetytraining colleges r?.ndated training courses to satisfystate- cf community requirements, participatein regional colleges in orderto minimize consortiums courses, and make duplication of trainingprograms more readily training It further available; andbe

Resolved, That theChief Clerk of this resolution the Assemblytransmit copies to the Governorand the Board of Governorsof APPENDIX D

ORGANIZATIONAL CHART

52 Organizational Chart

Community

Employing Agencies

State Representative Consultants

Project Director/Coordinator One from Specialization P.O.S.T., S.F.M., S.T.C, Haz. Mat. Provide assistance at any level. Provide technical Evaluate project expertise at any Advisory Committee quarterly level

Design Team

Chair: Chair: Chair: Chair: Tom Feierabend Wayne Olson Rich Michelson Earle Graham

Training (-- Electronic Promotion Needs Bulletin Curriculum Marketing Analysis Board Strategies

53 APPENDIXE

RESOURCE SURVEY

54 )7 . P. 4OI

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BESTCOPY AVAILABLE APPENDIX F

POSITION PAPER "INTEGRATION, STANDARDIZATIONAND SEQUENCE OF PUBLIC SAFETYCOURSE WORK"

56 Southern California Public SafetyTraining Consortium

POSITION PAPER Integration, Standardization andSequence of Public Safety CourseWork

Integration

There are many exciting models andenormous creativity focused on the task of integration. Policy makers, educators, businesspeople and learning specialistssupport integrative practices in an attempt toprepare job seekers for the demands of the workplace. Not surprisingly, cognitive scientists havereaffirmed the importance of learning.in specific contexts, suggesting that combining vocationalapproaches with academiccontent may generate more powerful results. Similarly, theUnited States Labor Secretary's Commission on achieving Necessary Skills (SCANS) found thatthe most effectiveway of learning skills was to place learning objectives withina real environment rather than insisting that students first learn in the abstract whatthey will be expected to apply.The potential of efforts to integrate vocational and academiceducation is tremendous and shouldprove to enhance people's ability to apply their knowledge.The Southern California Public SafetyTraining Consortium endorses thepower of integrated models, allthe while understanding that integration is a dynamicprocess. It is envisioned that the integrationprocess initiated as a result of this grant willmove from small changes to more thorough reforms, andthat new forms of integration willemerge. It is on this premise that the consortium recommendsa multi-format integration model whichmeets local needs rather than mandatea single delivery model. The delivery modelselected must specifically integrate criticalthinking skills, interpersonal skills,vocational/academic competencies, informationaccess through technological tools, diversity issues,communication skills and decision making. Standardization

Results of studies from several PublicSafety Curriculum Projects, indicate theneed and desire of educators and practitionersto develop a standardized statewide public safety curriculum. Standardization will providean educational system that is less costly, butmore efficient by having in placea systematic, well-organized and comprehensive approachto preparing students forcareers that maintain the safety of our citizenry.Standardization is already implemented inmany vocational areas including nursing andaeronautics.It is imperative that there be consistency andstandardization in public safety curriculumas well, because students are preparingto engage in work in which they could beresponsible for making life or death decisions.

5'i' The Southern California PublicSafety Training Consortiumconcurs with the findings of the Public Safety CurriculumProjects because overlap incourse content is costly for students and training institutions. Instructionalduplication primarily exists whenstudents are being required to study the same material in more than one public safetycourse and possibly again in an academy, a time-consuming process thatmay benefit some, but that frustratesmany others. Once students demonstratemastery of concepts they should not beexpected to repeat similar course work; therefore,curriculum should be "outcome based"rather than "hour based," By having thecurriculum standardized, studentsrelocating to another part of the state would be able to transfer and receive credit for their completedcoursework or certificates.

Core curriculum is already identifiedin Corrections, Fire Technologyand Environmental Safety and is proposed for LawEnforcement.These core curriculaare distinct, but by uniting under the umbrella of PublicSafety, educators in these fieldscan more easily share proven teaching methodologies, work collaborativelyto promote their similar political concerns, share resources and jointly influencecurriculum methodologiesto include an overview of careers and jobs availablewithin the industry.

Sequence

The consortium has chosen thebroader view of the term "sequence" whichincludes "a seamless curriculum involving articulatedhigh school Tech Prep public safetyprograms which lead to an Associate ofScience degree and transferto four-year programs. Articulation agreements should be inplace to support the seamlesscurriculum. Representatives from high school TechPrep *yams, community colleges, fouryear colleges/universities and public safetypractitioners have begun theprocess and articulation agreements will be formalized in thesummer of 1995.

The consortiumencourages the development of a career educationmaster plan for public safety education topromote career development, career change,or promotion.

a. Elementary grades K-6- public safety career awareness. b. Middle grades 7-8-- public safety career exploration. c. High school grades 9- 12-- entry level public safety career preparation. Articulation with academies,adult school/ROP's, community colleges, and 4-yearprograms. d. Post-secondary training, certificates anddegrees e. Continuing education/life-long learning